Bridging the gap of reading challenges amongst Sesotho learners in Grade 4 classroom: A case at Nquthu, South Africa

This study aims to deepen the understanding of the persistent reading challenges faced by Grade 4 Sesotho learners, particularly within the context of the transition to reading-to-learn in South Africa. Although Curriculum Assessment Policy Statements outline clear expectations for reading instruction, this research highlights a continued gap between policy and classroom practice in Sesotho Home Language classrooms in Nquthu. Using a socio-cultural theoretical framework and classroom observations, the study provides context-rich insights into the specific linguistic and pedagogical obstacles that hinder reading development, such as difficulties in decoding vowel and consonant sounds, limited reading fluency, poor pronunciation and articulation, and inadequate teacher support. The study advances knowledge by showing how these challenges are socially and instructionally constructed within the classroom environment, thereby contributing to the broader discourse on African language literacy acquisition. It also adds to the limited body of empirical research focused specifically on Sesotho literacy in the Intermediate Phase, an area often overshadowed by research on English literacy. Furthermore, the study offers practical contributions by recommending early baseline assessments and collaborative teaching approaches, which can inform teacher development programmes, literacy interventions, and future curriculum adjustments. Overall, this research provides theoretical and practical insights that strengthen the scholarly understanding of literacy teaching in South African indigenous languages.